Learner Guide

Supervising Performance

Introduction

1.Role of Performance Management

2.Supporting Good Performance

3.Performance Appraisal
 © Government of PNG

Published in 2006

Requests and enquiries concerning reproduction and rights should be addressed to:
Department of Personnel Management
PO Box 519 Waigani
Morauta Building
Kumul Avenue
Waigani
NCD
Telephone: 3270520
Facsimile: 3276419

These learning resources have been sponsored by the New Basics Working Group as part of the Public Sector
Workforce Development Initiative (PSWDI). They have been developed with the support of AusAID through the
Papua New Guinea - Australia Targeted Training Facility (PATTAF) – an Australian government initiative. The
PNG IPA, TAFE GLOBAL Pty Ltd and Tanorama Limited have all contributed to the development of these
materials.

The goal of the PSWDI is to improve the performance of public administration and its ability to deliver basic
services effectively to the citizens of Papua New Guinea. One of its objectives is to provide PNG public servants
with basic training in the core competencies required for an effective public administration that supports PNG’s
public sector reform process.
Contents
Introduction 1
Welcome 1

Overview 3

Module Outcomes 4

Structure 4

What is this Guide for? 6

1. Role of Performance Management 8
Topic Outcome 8

Introduction 8

What is Performance Management? 8

National Public Service Performance Appraisal System 13

Performance Appraisal in the Public Service 14

2. Supporting Good Performance 21
Topic Outcome 21

Introduction 21

Helping People Achieve 21

Poor Performance 25

Performance Counselling 31

Interviewing Skills 32

Providing Feedback 40

Handling Confrontation 42
3. Performance Appraisal 45
Topic Outcome 45

Introduction 45

Planning 46

Conducting the Interview 52

After the Interview 59

Reporting 59

Appeals 60

Monitoring Performance Improvement Plans 61

Assessment Tasks 64
Assessment Sheet 71
Glossary 73
Check Your Learning 75
Feedback 86
Introduction
Welcome
Welcome to the Learner Guide for Supervising Performance.

It has been developed as a part of the Public Sector Workforce

Development Initiative (PSWDI). The goal of the PSWDI is to
improve the performance of public administration and its ability to
deliver basic services effectively to the citizens of Papua New
Guinea.

Length of the module

Supervising Performance is designed to be delivered and assessed
in the workplace over a period of up to 2 days (16 hours). This may
be in one-on-one/small group coaching/mentoring sessions or in a
larger group training situation.

Workplace Learning
The program will be delivered and assessed in the workplace. That
means that, as a participant, you don’t need to leave the workplace
to participate in the training. You will also be assessed in the
workplace – this will involve the presentation of evidence
demonstrating the ways in which you apply your skills in the
workplace. The Assessment Tasks you will be asked to complete to
provide this evidence are included with each module.

Performance appraisal and the basic competencies

Performance appraisal within the PNG Public Service is
competency based. That is – your performance is reviewed based
on the way in which you apply the skills and knowledge that you
have to your job role. If you demonstrate competence in a given
area, then your performance will be rated satisfactory. If you are
not yet competent, then you may need to undertake training, or be
coached in your job, so you can demonstrate competence in that
area next time your performance is reviewed.

As well as some job specific skills, Public Servants are expected to

demonstrate competence in several generic or “basic” areas,
depending on their level within the public service. These are:

Learner Guide: Supervising Performance Revised Jan 2007 1

  Public Service Procedures and Ethics
 Communication
 Time Management
 Records Management
 Office Skills
 Asset Management
 Human Resource Management
 Supervision

The PSWDI has sponsored the development of ten Basics modules

to help public servants develop the core competencies they need to
do their jobs. This can be checked through the performance
appraisal process.

The diagram on page 5 shows the 10 modules mapped against the

grades of middle to junior level employees in the Public Service.
This mapping is indicative only – specific jobs might require you to
have specific skills that are not connected to your level in the Public
Service.

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 Indicative mapping of Basic modules against public service
levels
Grades
14 14 14 14 14 14
13 Middle Mgt & 13 13 13 13 13
12 Supervision 12 12 12 12 12 12 12
11 (4) 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10 10
9 Some Supervision 9 9 9 9 9 9 9 9
8 and Clerical (3) 8 8 8 8 8 8 8 8
7 7 7 7 7 7 7 7 7 7 7
6 6 6 6 6 6 6
5 Clerical (2) 5 5 5 5 5 5
4 4 4 4 4 4 4
3 3 3
2 Ancillary 2 2
1 (1) 1 1

Public Service Procedures & Ethics

Routine Workplace Communication and Time
Management
Communication Management
Information Management
Office Skills
Asset Management
Human Resource Management
Supervising People and Teams
Supervising Work
Supervising Performance
(1) Under close supervision for tasks
(2) Communicates and works within existing organisation operational procedures
(3) Communicates up & down within existing operational procedures, solves minor problems,
technical skills applied may supervise others
(4) Allocates work, communicates up & down, higher level of technical skills applied, supervises
others and directs performance review

Overview
This Supervising Performance Module has been developed to be
delivered to public servants in locations where they work. It aims
to assist you to conduct effective performance management.

Performance management, including formal performance

appraisal, helps officers to align their job role to the overall Agency
goals and objectives in the Management Action Plan.

The process starts with you working with the officers to develop
their Work Plan which sets measurable job outcomes for the year.

Learner Guide: Supervising Performance Revised Jan 2007 3

 This also includes developing a plan to develop the officer’s
required knowledge and skills to achieve the set outcomes.

Regular informal feedback is provided on an officer’s

achievements. A formal six monthly appraisal, using the Staff
Performance Appraisal Form and Guidelines, reviews
achievements, identifies performance issues and plans any further
development needs.

Module Outcomes
On completion of the module Supervising Performance you will
be able to:

 Define performance management and outline what it means

in the workplace

 Manage staff performance

 Comply with Agency policies and procedures, General Orders

and Performance Appraisal Guidelines

 Plan and prepare for the conduct of performance appraisals

 Conduct performance appraisals, and provide feedback to

officers

 Use the outcomes of a performance appraisal to assist the

development of the officer through performance
improvement plans

 Accurately record the process and outcomes of performance

appraisals and make them available to relevant personnel

 Participate in Agency appeal procedures when an appeal

arises from the performance management process

 Monitor the implementation of performance improvement

plans.

Structure
The Supervising Performance Module is divided into three (3)
topics:

1. Role of Performance Management

This Topic covers the role of performance management and the
Public Service requirements for performance appraisal, so you will
be able to:

 Identify the benefits of performance management

4 Revised Jan 2007 Learner Guide: Supervising Performance

  Identify the role of performance appraisal in performance
management

 Identify the requirements under the General Orders for

Performance Appraisal in the Papua New Guinea Public
Service

 Comply with General Orders, Agency policies and procedures,

and Performance Appraisal Guidelines.

2. Supporting Good Performance

This Topic covers planning for the performance appraisal so you
will be able to:

 Identify ways to build performance and remove barriers to

poor performance

 Manage poor performance

 Ask open and probing questions

 Use active listening skills

 Provide effective feedback

 Handle confrontation.

3. Performance Appraisal
This Topic covers interviewing techniques and appraisal outcome
requirements so you will be able to:

 Plan for the conduct of a Performance

Appraisal

 Ensure the Staff Performance Appraisal Form

for an officer is completed for the appraisal interview

 Create a friendly climate for the interview

 Structure an appraisal interview to conduct

an impartial appraisal

 Accurately record the process and outcomes

of performance appraisals and make available to relevant
personnel

 Participate in the Agency appeal procedures

when an appeal arises from the performance management
process

 Monitor the implementation of performance

improvement plans.

Learner Guide: Supervising Performance Revised Jan 2007 5

 What will be useful to bring to the training?
Some workplace documentation that will be useful during the
training for the Supervising Performance Module is:

 Your Annual Work Plan.

What is this Guide for?

Because this activity involves workplace learning, you are already
surrounded by most of the learning resources you will need. Your
everyday work will provide you with opportunities to develop and
build confidence and competence as a public servant.

This Learner Guide is to help you to work through the module

material and complete the assessment tasks. It can also help you to:

 plan your study

 build your skills as a learner

 plan ways to apply and practise what you learn (‘use it, or
lose it’).

Your workplace trainer will guide you through the material and
some of the activities, and will help you develop a learning
approach to ensure you can apply your learning.

What is provided in the Learner Guide for each module?

What’s covered What is it for?
The Outcomes to be  You can use these as a self check before you start
achieved in each to find areas you need to concentrate on.
Topic
 You can use these at the end to check you have
covered everything and are now competent.
The Topics to be  This is the content you should read and work
covered through. Your Human Resource Manager
/Trainer will assist you with this.
Activities  These topic activities are scattered through the
learning material and are designed to help you
develop competence in the module outcomes as
well as check your progress.

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 What’s covered What is it for?
Assessment Tasks  These are tasks you are expected to complete to
show you are competent in the module outcomes.
 Look for any information, hints and tips about
doing the assessment tasks.
Glossary  This is an alphabetical list that explains key
words or terms to help your understanding of the
content.
Check your learning  Answers to the Topic Activities in the module.
Feedback  When you’ve finished, tell us what you thought
of the learning materials and the Supervising
Performance Module

Learning Tips
Here are some simple tips for saving time, getting the results you
want, and making the most of your learning. Try using the checklist
to assess yourself as an effective learner at a few points during the
module.

 clarify module requirements and training times at the

beginning

 set targets to finish the assessment tasks

 look through all the materials to get the big picture first

 make it your module, not what someone is telling you to do

(even if they are)

 use and build on the experience and skills you already have

 ask questions when you need to clarify any point

 make sure you complete/participate in the topic activities

 review each section as you go – how does the learning relate

to your job

 talk about what you are learning with others (colleagues,

friends).

 use what you learn in the workplace while it is fresh

 look for specific, practical ways to use your learning beyond

the module.

Learner Guide: Supervising Performance Revised Jan 2007 7

8 Revised Jan 2007 Learner Guide: Supervising Performance
 1. Role of Performance Management
Topic Outcome
On completion of this Topic you will be able to:

 Identify the benefits of performance management

 Identify the role of performance appraisal in performance

management

 Identify the requirements under the General Orders for

Performance Appraisal in the Papua New Guinea Public
Service

 Comply with General Orders, Agency policies and procedures,

and Performance Appraisal Guidelines

Introduction
The achievement of an organisation’s goals rests with its people.
The more talented they are and the better managed and focused
towards the organisation’s goals, the greater the chance of success.
Performance management provides a way to do this.

One of the most powerful incentives for officers is recognition from

their boss that they are doing a good job. This means creating
opportunities to discuss with an officer what you expect of them
and then going back to them later to tell them where they are going
right. You may also identify areas which require improvements,
on-the-job or off-the-job training, or areas of interest where the
officer would like more opportunities.

What is Performance Management?

Performance Management
Performance management is a process of ensuring your officers
understand what is expected of them, assessing their performance,
providing them with feedback and helping them do better.

It is about aligning the agency objectives with the officer’s agreed

objectives. The emphasis is on improvement at the same time as the
learning and development of officers. This involves identifying the

Learner Guide: Supervising Performance Revised Jan 2007 9

 skills and competencies required, development of work plans and
the delivery of results by managing performance improvement.

The benefits of performance management

Effective performance management is important because it:

 Improves workplace communication

 Improves your relationship with your staff by

bringing you together, formally or informally, to discuss work
issues honestly and openly

 Helps your staff maintain high levels of

performance and helps you work together to identify areas for
improvement

 Empowers staff by giving them input on

targets for their performance and for the agency

 Recognises good work performance and

addresses poor performance

 Identifies barriers to good work performance

 Identifies staff training or development needs

 Identifies staff career plans and opportunities

for advancement

 Provides an opportunity for staff to give

feedback on the effectiveness of work systems, processes and
procedures

 Provides an opportunity to reinforce the

objectives and values of your agency

 Provides you with an opportunity to work

with your staff to align their individual needs, interests and
career aspirations with the agency needs.

Failure to effectively manage staff performance can result in:

 Poor work direction

 Poor or inconsistent work performance

 Low morale

 Low productivity

 Costly mistakes.

Performance management can involve:

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  Clarifying an officer’s performance objectives and linking them
to the agency’s Management Action Plan/Corporate Plan/5
Year Management Plan

 The periodic performance appraisal of individual officers and

teams against the achievement of these objectives

 Formal feedback from the appraisal

 Informal feedback on a day to day basis

 Recognition of reward for performance

 Development of individual officers and/or teams to build

capabilities

 Counselling or other action to deal with poor performance

 Evaluating the contribution of individual officers, teams and

organisational performance.

Informal and Formal Approaches

Performance issues may be dealt with through regular informal
feedback or formal performance appraisals.

An informal approach may involve giving advice to your staff

members on an ad hoc basis which is usually adequate to manage
minor issues.

A formal approach generally involves structured meetings. These

meetings may be held on a regular basis to consider overall
performance against agreed targets, or as required to deal with
day-to-day issues.

These two approaches are not mutually exclusive. You should

provide informal feedback to your staff on day-to-day issues and
also have a six monthly and annual performance appraisal meeting
to discuss their overall performance. Whatever approach you take,
the following simple SMART formula will help you develop an
effective performance management system.

Specific Be specific and focus on facts so that the issue being

discussed is clear and easily understood by both parties.
Measurable Make sure goals or targets are measurable and indicators of
performance are easily understood.
Achievable Make sure goals and targets are realistic, so that the officer
is challenged, but not so much that they feel set up to fail.
Relevant Make sure work goals and targets are relevant and the

Learner Guide: Supervising Performance Revised Jan 2007 11

 officer understands how the targets relate to their position.
Timely Make sure feedback on performance improvements or goals
to be achieved is regular and timely.

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 Performance Appraisal
Performance appraisal is a formalised, systematic assessment and
discussion of an officer’s performance against agreed, clear and
quantifiable standards of performance.

The outcomes of a performance appraisal may:

 provide reward linked to performance;

 identify training and development

opportunities;

 provide a process for managing

underperformance.

Performance appraisal therefore forms a central element of the

performance management process.

Performance Management in the PNG Public Service

In the PNG public service the purpose of performance management
is to enhance the achievement of an agency’s organisational goals,
and outcomes for the government. This is achieved through a
process of interrelated strategies and activities to improve the
performance of individuals, teams and the agency as a whole.

Managing performance happens at all levels within an agency; at

the organisational level, at the team levels and at the individual
level.

As supervisors we may have an opportunity to input at all levels

but our prime responsibility lies with the management of our
officers and resources to achieve results.

Managing Performance at the Agency/Organisational level

At the agency/organisational level managing performance provides

a context for each officer’s work. This can involve:
Strategic All agencies and organisations should have a big
Planning picture/high level plan such as a Management Action
Plan/Corporate Plan/5 Year Management Plan. This plan
sets the directions for the agency/organisation and identifies
its core priorities. The plan will usually have goals and
some type of indicators to track success. Some
agencies/organisations will also have Business Plans that
will look at operational aspects of delivering the plan.

Learner Guide: Supervising Performance Revised Jan 2007 13

 Monitoring Each agency/organisation will have a reporting process for
the Management Action Plan/Corporate Plan/5 Year
Management Plan. The process may include quarterly or
annual reports.
Leadership Leaders are responsible for making sure the plan is
implemented. Good leaders make sure their people know
what is expected of them and provide a role model for the
performance required. They set the tone of the organisation.
Policies and Agencies/organisations have policies and procedures in
Procedures place to help with performance management. Such policies
and procedures may cover staff appraisal, grievance,
dismissal, reward programs.

Managing Performance at the Team level

At the team level managing performance is more operational and

focuses on the outcomes the team has to achieve. This can involve:
Planning Teams need to do operational planning so that they are
clear about what the team needs to do to contribute to the
corporate plan. That is what the team has to achieve, who
will be responsible and by when.
Monitoring Constant supervision of progress against the team
operational plan is needed to identify when work is not
being done, and why. The monitoring may be by weekly
team meetings to review progress. This monitoring could
uncover problems such as lack of skills, lack of
communication or poor communication, poor or lack of
resources, lack of motivation, absenteeism as well as
celebrating team achievements.
Role As supervisors you need to demonstrate the behaviours
Modelling required of your team members. This may include such
things as punctuality, working hard, not stealing, and
speaking nicely to people.

Managing Performance at the Individual level

At the individual level managing performance is focused more on

individual responsibilities and how these are achieved to support
the team operational plan. This can involve:

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 Planning From the Management Action Plan and the team
operational plan we identify individual responsibilities in
an individual Annual Work Plan. This helps an officer
know not only what their responsibilities are in a broad
sense as in their Job Description, but also in terms of
deliverables or outcome. That is what they have to do and
by when.
Monitoring This may include informal feedback or formal feedback as
in a performance appraisal. Informal feedback can be
positive (saying well done, or showing interest) or negative
(informally asking what is wrong when performance is not
up to standard).
Performance This is a formal process which helps officers review their
Appraisal performance and align their job role to the overall Agency
goals and objectives in the Management Action Plan.

Activity 1.1 Role of Performance Management

What do you see as the benefits of performance management in the
workplace?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

National Public Service Performance Appraisal System

The General Orders (6.45 and 6.46) outline the purpose and policy
principles of the National Public Service Performance Appraisal
System. This System is designed to improve the overall work
performance of each officer in the PNG Public Service in a number
of ways. These are:

 To provide a pay method enabling supervisors to reward their

subordinate officer’s improved work performance through
annual salary increments, thereby raising morale and having a
motivating effect.

 To identify areas of performance that can be improved by

counselling, training, new work experience and/or other staff
development activities, including potential for promotion.

Learner Guide: Supervising Performance Revised Jan 2007 15

  To encourage effective and efficient work performance in
officers that would enable them to contribute meaningfully
towards the achievement of their Agency’s organisational goals
and completion of activities listed in the Agency’s Management
Action Plan.

The Performance Appraisal System will succeed in meeting these

purposes only if the officers being appraised are provided with full
details of the work results expected of them. This requires that each
officer has an Annual Work Plan linked to their agency’s
Management Action Plan. As a supervisor, you must continuously
ensure that your staff:

 are made aware of the key tasks and the performance

standards expected of them

 are provided with constructive and ongoing feedback on their

individual performance through counselling and on-the-job
training and development

 are informed of the achievements of their Agency and the way

their job contributes to these achievements

 are treated fairly in relation to other officers and are provided

with the opportunity to improve.

The end result of this performance appraisal system is to

continuously improve work performance. It is your role as a
supervisor to maintain open and constructive relationships with
your subordinate officers and communicate with them on a
frequent basis about their work performance.

Under the National Public Service Performance Appraisal System

the Staff Performance Appraisal Form (FORM SDT6.1) is used in
accordance with the Staff Performance Appraisal Guidelines for
all officers below Department Head level.

Performance Appraisal in the Public Service

Performance appraisal is a systematic, face-to-face discussion of an
officer’s work performance, training and development needs and
future job goals and job aspirations. It looks backwards, reviewing
the officer’s performance during the period under review and
forwards, helping the officer prepare and set goals for the
upcoming review period.

Performance appraisal is an important part of the performance

management process. Other elements of performance management
are feedback, coaching and performance counselling.

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 Who is performance appraisal for?
Performance appraisal is an important tool for you as a supervisor.
General Order 6.50 provides the following advice on how
performance appraisal may be used:

 for probationary officers. Under General Order No 4,

performance appraisal is used for the purpose of assessing the
suitability of a probationary officer for permanency in the
Public Service.

 for officers on staff development programmes. Under General

Order No 6, performance appraisal is to be conducted at least
annually for the purpose of assessing the progress and
performance of each officer against staff development
programs to identify training needs and others.

 for contracted officers. Under General Order No 9,

performance appraisal is used for the purpose of assessing
whether or not a Departmental Head wishes to renew a
contract of employment.

 for all permanent officers. Under General Order No 13,

performance appraisal is used for the purposes of assessing
performance to award salary increments, where merited by the
review.

 for all permanent officers applying for positions in which

promotion is involved. Under General Order No 3
performance appraisal is used to enable selection panels to
make effective decision based upon the merit of candidates.

When should performance appraisal be conducted?

The Staff Performance Appraisal Guidelines require the
following.

 The Staff Performance Appraisal Form to be completed by the

supervisor in consultation with the officer, at the end of each
six month appraisal period.

 The appraisal period to commence at the beginning of the

calendar year and at the end of the year so that performance
reviews are completed by the 15 July and 30 January each year.

 The appraisal period for officers who commence employment

after the beginning of the calendar year should commence from
the date of their employment.

Although a performance appraisal should be conducted every six

months, regular informal feedback on the officer’s specific

Learner Guide: Supervising Performance Revised Jan 2007 17

 achievements and learning progress can be beneficial. One way for
you to monitor your staff members’ performance and be aware of
their achievements is for each officer to complete a brief Weekly
Activity Report under the Monitoring and Evaluation framework
for your agency’s Management Action Plan.

Activity 1.2 Role of Performance Appraisal

What do you see as the benefits and weak points of performance
appraisal in the performance management process?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Reasons for Appraising Performance

 To set mutually agreed goals for future job performance and
development.
 To evaluate past performance and improve or correct
performance.
 To provide regular, comprehensive feedback to all officers on
how their supervisor sees their performance.
 To identify training and/or development needs.
 To identify people suitable for promotions, transfers and
future development.
 To determine merit-based pay increases.
 To monitor the effectiveness of selection and promotion
procedures.
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 Activity 1.3 Staff Performance Appraisals
Complete the following table for your team’s Performance
Appraisals.

Name Employment Status Appraisal Due Date

Benefits of Performance Appraisals

The thought of conducting performance appraisals fills many
supervisors with dread. They fear unpleasant confrontation; they
fear damaging working relationships. With the correct preparation
and a positive mindset, you can make your appraisals productive,
stimulating and a boost to your own management self-confidence.
Moreover, there are many benefits to being formal about this
process.

Benefits to you
Look at the appraisal as an opportunity to:

Learner Guide: Supervising Performance Revised Jan 2007 19

  revive flagging motivation

 kick-start projects that may have fallen by the wayside

 reward productive officers with more responsibility

 deal with problems head on

 set objectives for the future

 assess training needs

 learn more about the group dynamics of your team.

A formalised appraisal system helps you to be fair and consistent. It

shows your interest in each officer’s job and their potential for
training and development.

Benefits to your staff

Performance appraisals are often very unpopular. However, some
people actually look forward to their performance appraisal. The
performance appraisal is a chance for an officer to:

 gain recognition and reward

 look ahead and set objectives that will help their career

 identify support for you to provide

 resolve grievances

 seek reassurance and appreciation.

Activity 1.4 Your Experience in Performance Appraisal

Think of your own performance appraisal and answer the
questions in the space below.

(a) How did you feel before and at the end of the interview?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) What were the positive outcomes?

____________________________________________________________

____________________________________________________________

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 ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(c) What could have been done better?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(d) What are key points you need to remember when you are
conducting a Performance Appraisal?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

The following diagrams illustrate an effective and poor

performance management process.

Performance Management That Produces Results

Set Goals and
Outcomes
Set measurable outcomes

for officers aligned to

Reward Plan
Reward achievements Identify and plan training

and development needs

Annual Review Performance Management Regular Feedback

Annual meeting to That produces results Provide regular informal
review achievements feedback on achievements
and learning

Learner Guide: Supervising Performance Revised Jan 2007 21

 Informal Feedback Review Achievements
Half yearly meeting to
Provide regular informal
review achievements and
feedback on achievements
learning
and learning

New Work Plan

Identify new goals and
plan new learning needs

Poor Performance Management

Goals and Targets not
set
No goals and targets are
set at the start of the year

Not Happy
The officer is left less than No Focus
happy about work role Goals and targets aren’t
measurable

File Away Poor Performance No Clarity

No appraisal is filed Appraisal
Performance standards
aren’t clear

Too Little, Too late Little Feedback

Supervisor and officer
No feedback given
have a meeting
throughout the year

Late Planning
Goals set after yearly
appraisal completed

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 Key Learning Points
 In the public service the purpose of performance
management is to enhance the achievement of an agency’s
organisational goals, and outcomes for the government.
 Performance issues may be dealt with through regular
informal feedback or formal performance appraisals.
 Performance appraisal is a systematic, face-to-face discussion
of an officer’s work performance, training and development
needs and future job goals and job aspirations.
 Performance appraisal looks backwards, reviewing the
officer’s performance during the period under review and
forwards, helping the officer prepare and set goals for the
upcoming review period.
 There are benefits in the performance appraisal process for
both the officer and the supervisor.

Learner Guide: Supervising Performance Revised Jan 2007 23

 2. Supporting Good Performance
Topic Outcome
On completion of this Topic you will be able to:

 Identify ways to build performance and remove barriers to

poor performance

 Manage poor performance

 Ask open and probing questions

 Use active listening skills

 Provide effective feedback

 Handle confrontation.

Introduction
To build performance and help your staff perform at their peak,
you need to know how to motivate and help people find the way to
do a good job that most of them want to do, and remove barriers to
poor performance. This means that your staff need to make sure
they:

 know what to do

 want to do it

 know how to do it

 have a chance to do it

 have effective leadership and guidance.

These elements of quality performance do not happen by chance. If

you manage each of them well you will increase your staff’s ability
to perform well and increase their job satisfaction, as well as
enhancing their ability to achieve goals and targets.

Helping People Achieve

Managing the above five areas helps officers and teams to
understand the goals of the organisation and to see how individual
and team deliverables/outputs contribute to the achievement of

24 Revised Jan 2007 Learner Guide: Supervising Performance

 agency goals, objectives and values. This approach identifies the
performance expectations for individuals and teams and develops
individual and organisational capability and leads to higher
performance.

What to do
People need to know clearly and specifically what is expected of
them. The what to do element involves being clear about the job
purpose and key outputs, as well as non-task responsibilities such
as the Code of Practice for public servants. Clear roles and
responsibilities give people something to focus on and strive
towards; without them they are working in the dark.

This may start with the supervisor and the officer developing the
officer’s Annual Work Plan and setting goals and tasks for the
officer’s appraisal period.

Where does the information to develop an Annual Work Plan come

from?

Each officer has a written Job Description which includes key job
requirements and accompanying performance standards for their
current position and/or job classification. Working together, the
supervisor and the officer list in order of importance the main
tasks/projects/ongoing activities the officer will undertake over the
upcoming year.

These tasks, projects and ongoing activities link the officer’s Job
Description to the agency’s Management Action Plan. The
Management Action Plan lists Key Result Areas (KRAs) or Key
Performance Indicators (KPIs) for the whole organisation. The
relevant KRAs/KPIs are identified for the team or officer.
Individual activities or key outputs and a timeframe are identified
for the officer which relate to the relevant KRAs/KPIs. This
provides measurable goals for the officer to achieve.

The format for the Annual Work Plan is included in the first four
columns of the table in PART A of the Staff Performance Appraisal
Form (SDT6.1) which is reproduced here.

1. Required activities, tasks, 2. Required work output or 3. Due 4. MAP

projects and duties within the result from this officer date ref #
next 12 months

Learner Guide: Supervising Performance Revised Jan 2007 25

 1. Required activities, tasks, 2. Required work output or 3. Due 4. MAP
projects and duties within the result from this officer date ref #
next 12 months

26 Revised Jan 2007 Learner Guide: Supervising Performance

 The tasks/projects/ongoing activities that are to be completed in the
appraisal period are the focus for performance monitoring.

Remember to make the required tasks/projects and work outputs

SMART. That is Specific, Measurable, Achievable, Relevant,
Timely. This will help in monitoring the officer’s performance.

Activity 2.1 Annual Work Plans

How do you think officer Annual Work Plans will assist you as a
supervisor?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Want to do
People will do a job only as well as they want to do it. The want to
factor has three aspects: job design, job placement and motivation.

Job design is usually laid out in a person’s Job Description. Job

placement is the result of the selection process in the public service.
Motivation may in part be helped by the condition of the job such
as rate of pay, hours worked and other employment benefits.
However these in themselves do not say how hard the officer is to
work. Supervisors are responsible for setting the scene for their
staff and promoting a climate in which people can become
motivated to do their best.

We all have needs. If needs are not met people tend to ask for more
pay, better working conditions and so on. Other needs may
involve personal needs such as self-esteem, social relationships,
and recognition.

Some ways in which a supervisor can assist in motivating their staff

include:

 treat officers as individuals

 offer sincere praise and recognition for a job well done such as
an on-the spot ‘Thank you’, a note of thanks, recognition in
staff meetings

 provide learning and development opportunities

 give informal feedback on performance

Learner Guide: Supervising Performance Revised Jan 2007 27

  encourage participation

 encourage open communication

 increase accountability of individuals for their own work.

Activity 2.2 Staff Motivation

Complete the following table by ticking Yes, Sometimes or No for
the ways you motivate your staff.

Do I…… Yes Sometimes No

Treat officers as individuals

Offer sincere praise and recognition for a
job well done
Provide learning and development
opportunities
Give informal feedback on performance
Encourage participation
Encourage open communication
Increase accountability of individuals for
their own work

How to do it
If people know what to do and want to do it, can we set them to
work? Not unless they also know how to do it. This element is about
competency. People need to have the knowledge and skills to do
their job properly and be given time to build their skills and
confidence.

An officer may need a specific set of skills and knowledge to

achieve the outcomes identified in their Work Plan. The initial
meeting to develop the Annual Work Plan should also check that
the officer has the necessary skills and knowledge to undertake the
identified tasks/projects/ongoing activities. If there are any gaps a
plan is created to assist the officer to achieve the necessary skills
and knowledge. The achievement of this development plan is also a
focus for the performance management.

Chance to do it

28 Revised Jan 2007 Learner Guide: Supervising Performance

 If a person knows what to do and how to do it and wants to do it
well, why do we sometimes get poor performance? This is where
chance to comes in. The chance to element has a number of aspects
including: tools and equipment, work systems and procedures,
time and information, team support, and personal problems.

It has been found that provided people know clearly what is

expected of them and are trained to do it well, 85% of the causes of
poor performance and low productivity can be found in the work
environment. Personal factors will only account for 15% of poor
performance.

Led to do it
Sound leadership that sets clear goals and a good example provides
the final element in building good performance. Even if all the
other elements are in place, poor leadership can spoil it all.

Supervisors need to practice what they preach, lead by example,

coach, empower and help their staff to do their jobs well. The
following diagram illustrates the path to good performance.

The Path to Good Performance

Poor Performance
Poor performance generally falls into the following categories:

 unsatisfactory work performance

Learner Guide: Supervising Performance Revised Jan 2007 29

  breach of workplace policies, rules or procedures

 unacceptable behaviour

 officer’s personal issues that impact on their performance

and/or others in the workplace.

30 Revised Jan 2007 Learner Guide: Supervising Performance

 Reasons for Poor Performance
There are many reasons why an officer may perform badly. Many
of these relate to job design or the tasks that officers are asked to
perform. Common causes of poor performance may include one or
more of the following:

 Your staff member doesn’t know what is expected because

goals and/or standards or workplace policies and
consequences are not clear.

 There is a mismatch between your staff member’s capabilities

and the job they are required to undertake.

 You staff member doesn’t know if they are doing a good job
because there is no feedback on performance.

 You staff member does not have the knowledge or skills to do

the job expected of them.

 Lack of personal motivation, low morale in the workplace

and/or poor work environment.

 Personal issues such as family stress, health problems or

problems with drugs or alcohol.

These issues need to be dealt with immediately as often staff are not
aware that they are performing poorly and so are unlikely to be
able to lift their performance.

Activity 2.3 Reason for Poor Performance

Think about a poor performer on your staff. Identify which of the
above reasons might apply and what you can do about it.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Unaddressed problems also have the potential to become more

serious with time. The officer’s productivity levels may decline.
This may have a negative affect on the productivity and
performance of others in the workplace and the agency as a whole.

Learner Guide: Supervising Performance Revised Jan 2007 31

 Activity 2.4 Causes of Poor Performance
The following table identifies some of the causes of poor
performance in the workplace. Select any of the issues that arise in
your workplace and suggest what can be done to overcome them.

Possible Causes of Poor Performance

Factors contributing to poor performance What can be done

Poor or insufficient training or

experience.
Faulty tools, equipment or
materials.
Cumbersome procedures or
systems.
Unclear or unspecified
performance standards.
Performance standards not
understood or seen as
unimportant.
Poor performance is as rewarding
as good performance.
Lack of information.

Lack of time.

Poor job placement.

Poor teamwork or disharmony in

the team.

Personal problems.

Poor motivation or morale.

32 Revised Jan 2007 Learner Guide: Supervising Performance

 Steps in Managing Poor Performance
There are a number of steps that can be taken to manage poor
performance.

Step 1 Identify the problem

Describe the problem specifically.

Step 2 Assess and analyse the problem

Firstly, think about the problem yourself:

 How serious is the problem?

 How long has the problem existed?

 How wide is the gap between the officer’s current level of

performance and the level expected?

It may be a help to refer to the above common causes of poor

performance as a guide in analysing the poor performance.

Once you have identified and assessed the problem, organise a

meeting with the officer to discuss it. Let them know the purpose of
the meeting so that they can make the necessary preparations.

Allow the officer to bring a support person, if appropriate, to the

meeting. The officer should understand that the support person
does not participate in the discussion during the meeting.

Step 3 Meet with the officer to discuss the problem

Meet with the officer in a quiet location away from distractions and
interruptions. Never discuss workplace performance in a public
place – embarrassing the officer is not a positive way to deal with
an issue.

Establish the problem in context. You will need to define the

problem in specific terms so the officer understands exactly:

 What the problem is

 Why it is a problem

 How it impacts in the workplace

 Why you are concerned.

Also explain the outcomes you want to achieve from the meeting.

Learner Guide: Supervising Performance Revised Jan 2007 33

 Give the officer the opportunity to respond and put their case
forward. Listen to their explanation of why the problem has
occurred. Ideally, you will reach agreement that:

 a problem does exists

 the nature of the problem

 the causes of the problem

If you feel that the meeting is getting off track, take a break or
arrange another meeting to discuss the issues at another time.

Step 4 Jointly devise a solution

Work out a solution with the officer. An officer who has
contributed to the solution will be more likely to act on it.

Develop a clear plan of action with your officer to implement the

solution. The action plan should include what is to be done and
within what timeframes. Also consider the support you can offer to
help them improve their performance. This may include providing
further training, mentoring, introducing flexible work practices or
redefining roles and expectations.

Schedule another meeting with the officer to review and discuss

their performance against the agreed action plan.

Keep a written record of all discussions relating to poor

performance, including action to be taken. You will need to refer to
these notes if further action is required.

There is no set time for reviewing an officer’s performance. This

will depend on the issue and the needs of your business. However,
the officer should be given adequate time to improve their
performance.

Step 5 Monitor and review performance

Monitor the officer’s performance and continue to provide feedback
and encouragement.

You should conduct a meeting to review and discuss the officer’s

performance even if it appears that there is no longer a problem.
Provide feedback, positive and negative. You will need to work
with the officer to ensure that performance improvements are
sustained.

34 Revised Jan 2007 Learner Guide: Supervising Performance

 Activity 2.5 Informal Feedback on Poor Performance
Read the case study and answer the following questions.

Case Study

Anna was reflecting on Arai’s performance since his performance

appraisal. Lately he seemed to have lost some of his enthusiasm for
his job and was coming to work a little late. Worst of all, one of the
other officers in his team came to Anna earlier in the week to
complain that Arai wasn’t completing his work and she didn’t have
time to complete her part before the deadline. Arai seemed to be
leaving things till the last minute and when she pointed this out to
him, he told her to spend less time complaining and more time
working. She was offended by his attitude. Anna had to get to the
bottom of this before things got worse.

(a) Describe the problem.

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) How should Anna prepare for the meeting with Arai?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) How should Anna open her discussion with Aria?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(c) What questions or messages should Anna prepare to ask Arai?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 35

 ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Tips for Managing Poor Performance

 Clearly define the problem
 Organise a meeting with the officer to privately discuss the
problem
 Give the officer time to prepare for the meeting
 Allow the officer to bring a support person to the meeting
 Conduct the meeting in a quiet location
 Explain your concerns to the officer in specific terms
 Give the officer an opportunity to respond before
considering your actions
 Gain agreement that there is a problem and the nature of
the problem
 Spell out the improvement required and the consequences
of continued poor performance
 Work out a solution together to improve performance
 Develop an action plan which includes timeframes for
future review
 Schedule another meeting to review the officer’s
performance against the agreed action plan
 Document all discussions, including actions to be taken
 Monitor the officer’s performance and continue to provide

Performance Counselling
All officers have responsibilities to their employer. These revolve
around carrying out their duties honestly and to the best of their
ability and training. If an officer’s performance is unsatisfactory
you, as the supervisor, have a responsibility to recognise and
resolve the problem. Most problems can be managed by using the
steps for managing poor performance.

More serious action may need to be taken if the officer’s

performance does not improve after your discussions. This will
include officer counselling and/or issuing formal warnings. The

36 Revised Jan 2007 Learner Guide: Supervising Performance

 officer is given a copy of the warning letter and a copy is kept on
their file to support your file notes of the meeting discussions.

Written warnings to an officer must clearly set out the

consequences if there is no improvement in their performance. This
may include further warnings or a final warning that could lead to
the termination of their employment under the General Orders.

Interviewing Skills
Good interviewing is very difficult for most people because they
find it difficult to identify the real issues someone is experiencing,
as well as the causes and consequences.

The interviewing process is about understanding the needs of a

person, demonstrating empathy and understanding, and then
determining the most appropriate course of action. An interview
doesn’t have to be a counselling session. Rather it is about:

 establishing rapport

 encouraging communication

 asking the right questions

 active listening

 summarising and consolidating what has

been said

 managing personal bias.

It is really about treating the interviewee with due care and respect.
Most people have experiences where they are asked what they
want and what they end up getting bares little or no resemblance to
what they asked for. It happens because the interviewer wrote
down what s/he heard, filtered through their own views. This
‘reinterpretation’ means the needs end up reflecting the
interviewer’s, not the interviewee’s views.

Interviewing should not be the only method you use to gather

information. This is because what people say they do is often not
what they actually do. If you rely on interviewing alone, you will
often miss the real situation. You are better off observing and
documenting what people do as they work. Armed with your
observations you can then use interviewing to discuss what you
observed.

Common mistakes when interviewing

Learner Guide: Supervising Performance Revised Jan 2007 37

 Look at the following common mistakes made when interviewing
and see if you make some of these mistakes yourself.

 Asking a question, getting an answer, and

going straight on with the next questions, instead of exploring
the provided answer.

 Not following a key thread from a given

answer.

 The interviewee says the same thing many

times, thinking you haven’t heard them.

 Jotting down an answer and not asking the

reasons behind it, then you review your notes and wonder
why the interviewee said that.

 The interviewee often says ‘Didn’t I just

answer that earlier?’ or “I just said that.’

 You say ‘so you do that because ‘, and the

interviewee frequently says ‘No, that’s not it…’.

 Asking too many closed questions, getting

monosyllabic answers, and having the interview end in half the
expected time.

 Finding that your notes don’t help with

writing up the report, so you fill in the gaps with what you
think they meant.

Interview Structure
Introduction

A successful feedback session will be very much dependant on how

well you and your officer communicate. You can set the right tone
for a feedback session in the introduction by ensuring you:

 Outline the purpose of the meeting

 Ensure that the officer understands that the meeting is about

seeking a positive solution rather than blame

 Allow the officer to relax a little by starting with some general

questions that encourage them to talk about work eg. How
are you finding work at the moment? What are you enjoying
most about work? How did you enjoy the training course you
went to last week? Etc.

Body

38 Revised Jan 2007 Learner Guide: Supervising Performance

 The structure for the main part of the interview is detailed in the
previous section. Make sure you work with the person to come up
with agreed problems and solutions where possible.

Conclusions

At the end of any interview you should summarise what has been
discussed and what has been agreed, particularly actions. Don’t
forget to stress any dates. End on a positive note eg. “I am sure we
can work together on this …”.

Establishing Rapport
You want each officer to leave the discussion of poor performance
with a positive impression of the process, that the interview was
fairly and professionally conducted and that you are interested in
their work.

Establishing rapport with the interviewee is essential as it helps put

them at ease, encourages greater participation, and facilitates a
more open, honest discussion.

Ways to assist you to achieve this are to ask relevant open

questions, and give evidence you are listening by using appropriate
eye contact, periodic summaries and active listening responses. The
following are some factors which encourage communication in an
interview or feedback session.

Use Maintain an open, relaxed stance/position. Don’t cross

appropriate your arms and don’t lean right back in the chair.
body
Be aware of the interviewee’s body language. If the
language
officer is adopting a closed position, this may indicate
that they are not yet comfortable or trusting of the
situation. In this case, it may be appropriate to
reiterate that you are interested in their opinions.

Use silence Rather than trying to fill every gap or lull in the
discussion with your own talking, be aware that
silence can at times be useful. Especially in one-on-one
interviews, silence can encourage a more
conversational flow to the interview and result in a
more comprehensive understanding of the issues.
Silence also gives people time to think about what
they will say next, for both the interviewee and the
interviewer.

Learner Guide: Supervising Performance Revised Jan 2007 39

 Use open Open questions are those that have no specific
questions response, and are difficult to answer in a few words.
They encourage interviewees to talk and provide you
with maximum information.

Use active You have to let interviewees know that their opinions
listening are being heard and understood. This can be achieved
by encouraging, clarifying, paraphrasing and
reflecting on what has been said.

Manage your Your own expectations can bias the information you
own obtain from the interview by causing you to
expectations selectively record or ignore responses, or place a
disproportionate amount of importance on responses
that fit with your expectations. To overcome this you
need to keep an open mind and not start the interview
with preset ideas.

Some of these factors are discussed in more detail later in this

Topic.

Difficult Interviews
During the interview or feedback discussion, you may experience
some difficulties such as when the interviewee:

 Doesn’t say anything or gives monosyllabic

answers

 Is hostile, angry or has ‘an axe to grind’

 Is continually sidetracked by irrelevant

issues.

Here are some techniques you can use to get the discussion back on
track:

40 Revised Jan 2007 Learner Guide: Supervising Performance

 When the  Try asking different questions
interviewee
 Ask open questions, initially, then move to a few
doesn’t say
closed, easy questions to get the interviewee talking
anything
 Don’t bombard them with too many closed
questions
 If the interviewee is still unresponsive, ask them if
there is anything else they would like to say, or if
they’d like to reconvene the interview for another
day. There is no point persisting with an
uncomfortable situation.

When the  Let them vent on the issue for a few minutes
interviewee
 Thank them for the candour in describing the
is hostile
difficulties they are facing. Say something like
“Would you like me to follow up on that issue?”
 Say “This interview is about determining the causes
behind those issues so we can address the
situation.” (assuming that the interview is actually
about those issues).
 Consider reconvening the interview for another
day, when they have had time to cool down.
When the  Remind them of the purpose: “This interview is
interviewee about your requirements for ABC application. Can
is you tell me about…?”
sidetracked
 You can make an overt statement such as “Thank
you for those points, however we need to stay on
the topic. The question was…”. Take care not to be
condescending or overly authoritative.
 As a last resort, if the interviewee continues to be
sidetracked, consider closing the interview and
finding a person who can provide better
information.

Interviewing is not just about asking a bunch of questions and

thinking you will get great answers. You need to really think about
what you are doing to ensure people feel as though they’ve said
everything they want to, and that your questioning and listening
has actually gotten everything that they wanted to say.

Asking Questions

Learner Guide: Supervising Performance Revised Jan 2007 41

 The most important types of questions to use when you are
interviewing are open questions and probing questions.

Open questions are framed to encourage an expansive response.

 They begin with How…, Who…, When…, Where…,

Describe…, In what way…, Could you tell me about…..

 They encourage the interviewee to do most of the talking in

their own words and are good for exploring opinions, attitudes
and feelings.

Probing questions are a type of open question and are framed to get
under the surface of an initial answer. Having got the interviewee
talking, the interviewer can use probing questions to bring out
more detail. This use of probing questions will vary according to
the interviewee’s response.

 They begin with How…, Who…, When…, Where…,

Describe…, Explain…, In what way…

 They are particularly useful for encouraging people to

concentrate on specific points, to clarify uncertainties, testing
the validity of a more general response and seeking evidence.

Activity 2.6 Questioning

Develop some open and probing questions in response to the
following responses by an officer.

Officer’s Answer Question to Ask

My customer was really angry
and I knew if I didn’t calm
them down I wouldn’t be able
to understand and solve their
problem. I managed to achieve
this and successfully solved his
problem.
The project deadline was
moved forward by a week,
which caused no end of panic
in the team. But we all pulled
together, divided up the work
and got it done.
Well generally I have
approached delegation in the
team from the perspective of
providing an outline of what
needed to be done and then

42 Revised Jan 2007 Learner Guide: Supervising Performance

 Officer’s Answer Question to Ask
regularly getting feedback on
progress.
When the information didn’t
arrive I couldn’t complete the
tasks.

Learner Guide: Supervising Performance Revised Jan 2007 43

 Listening Skills
When you listen properly you send a message to the speaker that
you think they are important enough to have your attention.
Listening properly is hard work. It is all too easy to ‘switch off’ or
‘listen with half an ear’ when we have other things on our mind.

When we listen hard with concentration, with our eyes and hearts
as well as our ears, our non-verbal behaviour shows that we are
paying attention.

Active listening
Active listening involves responding to the speaker by restating the
gist of what they have said, without agreeing or disagreeing with it
and without adding your own thoughts, feelings, experiences or
ideas. It is very good for when you want to:

 Show acceptance of the speaker

 Show the speaker you are trying to understand

 Encourage the speaker to continue

 Help the speaker to further explore their feeling or thoughts

 Understand what the other person is really saying and ‘read

between the lines’

 Provide feedback about whether or how fully you have

understood

 Prevent or minimise misunderstanding

 Defuse emotion by showing the other person that you have

heard them

 Understand and empathise even when you don’t agree with

the speaker.

Active listening opens up the communication process so it flows

more easily. You don’t need to use active listening all the time but it
is useful when:

 You are not quite sure what somebody really means but you
don’t want to ask outright.

 You want to make sure you have understood correctly.

 You are about to disagree.

 You can hear emotion in the speaker’s voice.

 Someone is talking about their feelings and emotions.

44 Revised Jan 2007 Learner Guide: Supervising Performance

  Someone is talking about a personal matter or problem.

 You want to reassure the speaker that you are listening open-
mindedly and not judging them.

Bad habits of poor listeners include:

 Interrupting

 Jumping to conclusions

 Finishing other’s sentences for them

 Frequently (and often abruptly) changing the subject

 Inattentive body language (tapping pencil, looking impatient)

 Not responding to what others have said

 Failing to ask questions to clarify your understanding

 Failing to give feedback

 Being easily distracted

 Fidgeting.

Good habits of effective listeners include:

 Looking at the speaker in order to observe body language and
pick up subtle nuances of speech

 Asking questions

 Summarising frequently, repeating in your own words what

the speaker has said. This checks understanding and gives
feedback that you are listening

 Giving speakers time to articulate their thoughts

 Remaining poised, calm and emotionally controlled

 Responding with nods and ‘uh-hums’

 Looking alert and interested

 Letting people finish what they are saying before giving your
opinion

 Checking your understanding by repeating the other’s point of

view before disagreeing.

Activity 2.7 Active Listening

To do this activity you have to work with another person. Say you
are going to explain something very interesting to them for a

Learner Guide: Supervising Performance Revised Jan 2007 45

 couple of minutes but ask them to appear disinterested. Now
reverse the process. You appear disinterested while they are
explaining something to you.

How did you feel when your partner appeared disinterested in

what you were saying? Discuss your answer with them to see how
they felt when you appeared disinterested in them. Write your
findings below.

____________________________________________________________

____________________________________________________________

____________________________________________________________

Providing Feedback
Effective feedback is one of the key tools for making sure
productive behaviour continues and the recipient feels supported,
valued and encouraged.

It is essential that feedback is handled in a positive way. Even when

an officer has done something wrong they should feel respected
and capable, rather than defensive or devalued. Ideally feedback
should be as a form of encouragement to do your personal best
rather than as blame or judgement.

Positive feedback is an important supervisory tool that helps

develop positive working relationships. Give this when someone
has done something you want such as meeting a performance
outcome.

Negative feedback makes people feel unimportant and lowers

morale and self esteem.

Activity 2.8 Feedback

(a) How can supervisors use feedback to promote the behaviours
and work performance they want?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

46 Revised Jan 2007 Learner Guide: Supervising Performance

 ____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) Describe a time when you had to provide feedback to an officer

who had not completed a job in the way it was requested. In
your answer say what worked well and what could have been
improved.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Tips for Giving Feedback

Start with the positive:
 try three positives points to every negative one
 focus on the action not the person
 be diplomatic, especially about too much praise in front of
others.
Deal with gaps/weaknesses:
 if there are many gaps, concentrate on the major one
 only focus on areas where realistic improvements can be
made
 give negative feedback in private
 check that they understood.
Work on a solution:
 always relate the gap to a solution
 work out an action plan.
Make it two way communication:
 How do you think you went?
 Which area were you pleased with?
 What areas might need improving?
 What would you do differently next time?
 What things do you find difficult?
Learner Guide: Supervising Performance Revised Jan 2007 47
Handling Confrontation
Confrontations can arise when delivering uncomfortable news. You
may be required to spell out in no uncertain terms that an officer is
failing in a particular aspect of their job. This could be as simple as
lateness or personal appearance, or more sensitive, such as
competence at specific tasks or ability to get on with colleagues.

Be prepared:

 How can your comments be best phrased?

 Can you at the same time highlight positive points?

 Are you being constructive in your criticism?

 Have you suggestions as to how the points can be resolved?

Some problems can be predicted. If you suspect a person has an

issue, ensure they are discussed at the interview, even if a little
coaxing is required to bring them out. Tackle them head on. Your
proactive approach can work in your favour. An officer who is
known to be continually complaining about some issue may be
taken by surprise and take a less confrontational view.

If you are taken unawares by some unforseen problem, think on

your feet. Ask the officer for:

 specific examples rather than generalisations

 listen carefully

 throw down the challenge – how does the officer suggest the
problem can be resolved

 if the issue is resourcing or ideas the officer could be given a

special project to look at possible options to resolve the issue.

If the complaint is of a more serious nature, such as harassment or

discrimination allegations, further investigation will be required.
Make clear you take the matter seriously and take the appropriate
steps. Return to the main appraisal and concentrate on positive
points.

48 Revised Jan 2007 Learner Guide: Supervising Performance

 One key to managing difficult interviews is to refrain from being
defensive or aggressive. If problems that challenge you personally
are raised - listen carefully. The officer may be right and you may
need to make some changes yourself. Acknowledge their
comments, particularly their right to provide you with feedback,
and advise that their comments will be ‘taken on board’. You may
agree that you personally need to make changes. That is OK - we all
need to develop our skills and abilities.

When a person you are interviewing gets angry, do not get angry in
return. Remain calm. Acknowledge their anxiety (“I understand
you are feeling angry. Would you like some time alone before we
continue?” Or “Tell me more about what you think …”)
Sometimes, just allowing people to talk reduces their anger.

Do not accept physical threats. Remove yourself immediately and

seek assistance.

Activity 2.9 Handling Confrontation

(a) Describe a confrontation situation you have been involved in.
Highlight the main issue(s).

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) How was the situation resolved?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(c) What could have been done better?

____________________________________________________________

____________________________________________________________

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 49

 ____________________________________________________________

____________________________________________________________

50 Revised Jan 2007 Learner Guide: Supervising Performance

 Key Learning Points
 To build performance and help your staff perform at their
peak, you need to know how to motivate and help people find
the way to do a good job, and remove barriers to poor
performance.
 You want each officer to leave any discussion of poor
performance with a positive impression of the process, the
view that the interview was fairly and professionally
conducted and that you are interested in their work.
 Make sure your feedback interviews have an introduction, a
body and a conclusion.
 The most important types of questions to use when you are
interviewing are open questions and probing questions.
 When you listen properly you send a message to the speaker
that you think they are important enough to have your
attention.
 Effective feedback is one of the key tools or making sure
productive behaviour continues and the recipient feels
supported, valued and encouraged.
 Be prepared for confrontation:
 How can your comments be best phrased?

 Can you at the same time highlight positive points?

 Are you being constructive in your criticism?

 Have you suggestions as to how the points can be

Learner Guide: Supervising Performance Revised Jan 2007 51

 3. Performance Appraisal
Topic Outcome
On completion of this Topic you will be able to:

 Plan for the conduct of a Performance

Appraisal

 Ensure the Staff Performance Appraisal Form

for an officer is completed for the appraisal interview

 Create a friendly climate for the interview

 Structure an appraisal interview to conduct

an impartial appraisal

 Accurately record the process and outcomes

of performance appraisals and make available to relevant
personnel

 Participate in the Agency appeal procedures

when an appeal arises from the performance management
process

 Monitor the implementation of performance

improvement plans.

Introduction
Performance management is part of every supervisor’s job and the
conduct of formal performance appraisals forms an important
component of this. How you conduct the performance appraisal
process will impact on the performance of your staff.

There are three main parts to a performance appraisal interview.

These are:

 Preparation for the interview

 The interview itself

 After the interview.

A person being appraised can have feelings that include:

 indifference to eagerness

52 Revised Jan 2007 Learner Guide: Supervising Performance

  looking forward to the interview

 nervousness and anxiety

 defensiveness and anger.

It is up to you to do what you can to make the performance

interview as relaxed, constructive and pleasant as possible. You can
do this with careful preparation and planning.

In fact both you and the officer must prepare for the interview
which is based on the officer’s Annual Work Plan which in turn is
linked to your agency’s Management Action Plan.

Planning
The appraisal process starts with the Annual Work Plan that the
supervisor and the officer have developed and which sets goals and
tasks for the officer’s appraisal period.

In order to make the performance appraisal session worthwhile it is

essential for you and the officer to prepare for the interview using
the officer’s Annual Work Plan. The better prepared you both are,
the more beneficial the discussion will be.

Planning by the Supervisor

Prepare for a performance appraisal by reviewing past information
about the officer and jotting down some notes. To give you some
insight into how an officer might slant the conversation in the
interview itself, it may be useful to have an informal discussion
prior to the interview.

Some things you can do to make the appraisal more beneficial

include:

 Make sure you are familiar with the Staff Performance

Appraisal Form, Guidelines and the rating scales.

 Keep good records. Records of attendance, lateness, deadlines

not met, successful outcomes can be useful to ensure you stick
to the facts.

 One or two weeks before the interview let the officer know
when and where the interview will be held and how you plan
to conduct it.

 Ask the officer to complete the appraisal form in full.

 Explain that you will need the form back at least two days
prior to the set interview (this will give you time to study it).

Learner Guide: Supervising Performance Revised Jan 2007 53

  Spend time appraising the officer’s comments.

 Review the officer’s Job Description.

 Review previous appraisal notes: were the outcomes achieved

within the set timeframes?

 Talk to other line managers and colleagues – what do they

think?

 Talk to clients or other stakeholders – is there any useful

feedback you could use?

 Review work done – how have projects/tasks/ongoing

activities been executed? Could they have been done better?

 What was done well?

 Think about future Section/Division/Department objectives –

how can the officer contribute?

 How can you assist in developing the officer?

Any information you gather should be ‘naturally acquired’. That is

not obtained through spying, listening to gossip, encouraging
informers or snoopers. This helps to ensure the information you
gather is objective.

The PNG public service Staff Performance Appraisal Form has a

number of parts, some of which need to be completed by the officer
being appraised. The interview will cover not only a review of the
Annual Work Plan but also required job competencies and general
work standards.

Your familiarity with the Staff Performance Appraisal Form will

assist you in developing relevant questions to ask the officer so that
you will be able to record the outcomes of the appraisal.

Planning by the Officer

The performance appraisal allows the officer the opportunity to
improve their work performance and identify training needs. Some
suggestions you can make for them to consider in preparing for the
interview include:

 Review their Job Description and Annual Work Plan.

 Identify any successes.

 Identify the most enjoyable parts of the job.

 Identify the least enjoyable parts of the job.

 List any problems that have arisen.

54 Revised Jan 2007 Learner Guide: Supervising Performance

  Describe the cause of those problems.

 Identify any areas where extra help is needed.

 List any areas where they are unsure or lack confidence.

 Consider whether they need more challenges.

Activity 3.1 Why Plan

What is your understanding of why you should plan for a
performance appraisal?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Planning the interview

Some points to remember for establishing the interview are:

 Make sure you schedule a time for the interview. As a guide

allow about one hour for the interview.

 Maybe schedule the interview for early in the morning to

avoid being waylaid by other demands on your time.

 Make sure you keep the appointment. A postponement will

cause disappointment. You need to show that you take the
officer’s career seriously and that the appraisal is important to
you.

 It is best if you can meet the officer in private and have no

interruptions. If necessary have a ‘no interruption’ sign for the
door.

 If you are in your office ask the receptionist at the switchboard

to hold any calls so you will not be interrupted.

 Your office may not be the best place to meet if it is a busy

one. A conference room could be more suitable.

 The chairs you and the officer sit in should be of similar

height and if possible side by side rather than you facing each
other across a table.

Learner Guide: Supervising Performance Revised Jan 2007 55

 Activity 3.2 Planning a Performance Appraisal
For this activity use the following case study for Mero Dika. Plan
how you will gather the necessary information for the performance
appraisal and where you will conduct the interview then answer
the following questions.

56 Revised Jan 2007 Learner Guide: Supervising Performance

 Case Study Mero Diko

Mero Dika is one of the Sectional Heads. He reports to Dorothy, the newly
appointed boss for Buildings & Grounds.

Mero Dika has been around in this organisation for a long while and in fact
was the Acting Boss, until the appointment of Dorothy. He seems
disappointed and adamant about it and begins to display a “do not care”
attitude to Dorothy. He has even started talking about the appointment to
others behind her back. He comes late and goes off early. He does not
notify Dorothy whenever he is absent. He generally tries to avoid her.

His subordinates are complaining that he is hardly in the office. They have
work-related problems and issues that are not quickly attended to. Their
morale is low.

(a) What information will you gather to plan for the performance
interview?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) How will you assist the officer to prepare for the interview?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(c) Where will you hold the interview? Describe the location.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 57

 ____________________________________________________________

58 Revised Jan 2007 Learner Guide: Supervising Performance

 (d) What are some of the questions you will ask?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 59

 JOB DESCRIPTION

Position Title: Section Head Position No: ORD. BGA. 003

Grade: 10 Division: Buildings & Grounds
Reports to: Supervisor – Buildings & Grounds. Location: Lae
Section: Buildings & Grounds Date: April 2005

PURPOSE OF POSITION
To supervise and administer the operational efficiency and effectiveness of the section.

POSITION IN THE ORGANISATION

Section Head

Artisan Electrician Plumber Gardener Gardener

CHALLENGES
This position requires the incumbent to plan, organise, supervise and monitor work performance of
subordinates. Furthermore, the incumbent must have a strong internal and external customer focus and
to work as part of a team.

KEY ACCOUNTABILITIES
1. Provide safe and cost effective office buildings in the premises for operations.
2. Provide landscaping, gardening and beautifications in the premises by planting shrubs, plants
and flowers.
3. Keep the grounds clean, neat and tidy
4. Ensure timely reporting of faults and any maintenance work on the buildings for repair.

RELATIONSHIPS
External Internal Committees/Groups
 Suppliers  Staff  Building board
  Divisional Heads  PNG Power
  Secretary

PERSONAL QUALITIES, QUALIFICATIONS AND EXPERIENCE.

Essential Preferred
Education/Achievement
Diploma in Architecture At least 5 years work experience in
Buildings.
Specific Skills Architectural Drawing, Reading
Building Plans.
Management/Supervisory skills.
Personal Qualities Interpersonal communication.
Dependability.

PERFORMANCE MEASURES
 Planning and implementing all scheduled activities.
 Supervising and monitoring work performance of subordinates.
 Landscaping and cleanliness of the grounds.
 Evidence of timely reporting of faults and maintenance problems for repair.

Name: _________________________________
Prepared: __________________________ Date: ______________
Manager: __________________________ Date: ______________

Employee: _________________________ Date: ______________

60 Revised Jan 2007 Learner Guide: Supervising Performance

 Activity 3.3 To Plan or Not to Plan
Several supervisors were having a chat about their jobs. The topic
of planning for the performance appraisals came up. One
supervisor said he never planned and that he believed that
planning for performance appraisals was a waste of time for first-
line supervisors. Anyway he didn’t have time to sit down and plan
– he had ‘real work’ to do. The supervisor then turned to you and
said, ‘Don’t you agree with me?’ What would you expect of the
performance of this supervisor’s section? Discuss the benefits of
planning with others. How would you go about explaining the
value of planning for performance appraisals to this supervisor?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Conducting the Interview

A good performance appraisal is not an argument. It is not an
attack on a person (“Let me point out some of your shortcomings,
Simon…”). It is not a game of cat and mouse (“You tell me how you
think you did and I’ll tell you what I think.”). An appraisal is
something that is done with an officer, not to an officer.

A good performance appraisal interview should be a conversation,

a discussion with a free and frank exchange of views. You as the
supervisor will do most of the listening and the officer will do most
of the talking. For this to happen you both need to feel comfortable
with the process. Remember:

The performance appraisal should contain no surprises for the

officer.

The Interview Process

A key factor in conducting the performance appraisal interview is
to remember to appraise performance not the person, their
personality or their attitudes. Focus on what an officer can change.

Learner Guide: Supervising Performance Revised Jan 2007 61

 The discussion should also give the officer an opportunity to
discuss any job problems and aspirations.

Four things that will help an appraisal interview go well are:

 thorough preparation, both by you and the officer

 a sound and accurate knowledge of the officer’s job

 being positive and constructive during the interview and

accepting the officer as a person, no matter how good or bad
their performance may be

 encouraging the officer to participate actively in the appraisal

discussion.

Appraisal Interview Outcomes

What you need to know from the officer?
 Attitudes/feelings about their job
 Ambitions and aspirations
 Successes
 Expectations of job, work, rewards etc
 Views on any job changes
 Self-assessment of performance
 Main problems faced
 How you can be of more help as a supervisor.
What does the officer need to know from you?
 Clarification of job, targets, responsibilities
 Agency goals, objectives and how they contribute
 Outcomes, standards, targets for the next appraisal period
 Recognition of good work
 Constructive help with any problem areas.
What should you agree together?
 Tasks and outcomes for next appraisal period
 Confirmed Annual Work Plan
 Any training needs
 How you will help, what support you will provide
 An overall assessment of performance.

Three Stages of the Interview

The three stages in the interview are:

62 Revised Jan 2007 Learner Guide: Supervising Performance

 1. Create the climate for the interview

2. The body of the interview

3. Final summary.

Stage 1 Create the Climate

The way you commence the interview will help determine an
officer’s feeling towards the interview and the way they will
participate. Some points to think about are:

 This is the time to put the officer at ease so

they are relaxed and can talk freely.

 Explain the importance of the appraisal and

that the purpose of the interview is to focus on the officer’s
performance, contributions and plans for the future.

 Outline how the interview will proceed – set

the agenda.

Activity 3.4 Creating the Interview Climate

In the space below describe how you would establish a positive
climate for the interview.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Stage 2 The Body of the Interview

Start the process with a detailed account of the officer’s strengths.
This sets a positive tone for the discussions.

Encourage the officer to be involved. This may mean you have to

do more listening than talking. Refer to their self-appraisal. Ask
them for their suggestions on how they may improve their
performance.

Learner Guide: Supervising Performance Revised Jan 2007 63

 Show that you are interested in your officer’s progress and what
they have to say.

Consider points raised in the officer’s self-appraisal and your

written appraisal. Modify your appraisal where appropriate. Keep
the appraisal on track and focused. Ensure that any future targets
and goals are in the best interest of the officer and the agency.

No one is happy to receive criticism so ensure that any feedback

you give is done positively. Concentrate on positive aspects of the
officer’s performance, and deal with any general problems in a
constructive way. Answer any questions as truthfully, as fully and
as tactfully as possible.

Review goals and targets

The following are some useful points when reviewing the officer’s
annual Work Plan.

 Firstly review the performance

targets/outcomes set at the previous interview and outlined in
the Staff Performance Appraisal Form.

 What should have happened?

 What actually happened?

 Give praise where it is due and reinforce

what was well done. Remember the ‘praise’ in appraise.

 Tackle any problem areas.

 What went wrong?

 Why did it go wrong?

 Was extra help needed?

 Did organisational barriers or missing input hamper the

officer’s performance?

 Specify clearly any outcomes that were not met and why.

 Reserve your judgement. Seek the officer’s diagnosis first.

 Make constructive suggestions for improvement, or better

still, get the officer’s ideas on how to improve performance.

 Be constructive, focus on the future and lessons learnt.

 What can be done to improve?

64 Revised Jan 2007 Learner Guide: Supervising Performance

  Give positive guidance/coaching/counselling
if necessary.

 Work together to set and agree on targets for

the next appraisal period. The result is joint ownership of and
commitment to the goals and targets.

Review of job competencies

For lower grade officers job competencies may include such areas
as:

 Writing skills

 Computer skills

 Negotiation and advocacy skills

 Presentation skills

 Filing skills

 Gardening skills

 Driving

If the officer has supervisory responsibilities additional areas may

be included such as:

 Strategic and business planning skills

 Budgeting and financial management skills (if

required in position)

 Leadership and staff supervision

 Written and verbal communication skills.

Some areas for questions you may consider include:

 How does the officer assess their skills areas?

 Does the officer enjoy their job?

 What doesn’t the officer enjoy?

 How does the officer view themselves as part

of the work team?

 Are there areas where the officer would like

assistance?

Learner Guide: Supervising Performance Revised Jan 2007 65

  Are there areas the officer would like to
develop?

Again remember to listen – how it is from the officer’s point of view

and answer any questions as truthfully, as fully and as tactfully as
possible. Identify areas where training and development could
occur.

Review of work related characteristics

These are regular ongoing personal work-related characteristics

which include:

 Standard of dress

 Co-operation with supervisors and team

members

 Job attitudes, sense of duty and reliability

 Ability to learn and adaptability to change

 Attendance at work and punctuality

 Courtesy and good manners towards clients

and colleagues.

Activity 3.5 Conducting the Interview

Think of a performance appraisal you have conducted or use an
existing performance appraisal form (one you have or the one at
the end of the module) to participate in a role play of a performance
appraisal with you as the supervisor then answer the following
questions.

(a) What were your feelings during the interview?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) What went well?

____________________________________________________________

____________________________________________________________

____________________________________________________________

66 Revised Jan 2007 Learner Guide: Supervising Performance

 ____________________________________________________________

(c) How could the interview have been improved?

____________________________________________________________

____________________________________________________________

____________________________________________________________

Stage 3 Final Summary

Document agreed targets and indicators of performance to avoid
any confusion or misunderstandings later. This is where you make
a positive summary of the discussion and:

 Confirm the main points covered and the

action required

 Review priorities

 Make any revisions to the officer’s Annual

Work Plan

 Confirm any agreed training and

development opportunities.

Discuss the changes and agree on a date to finalise the written

appraisal. Agree on a date for the next appraisal. Close the
interview once all the issues have been discussed and the officer
has had an opportunity to provide input.

A productive and successful appraisal depends on how you deal

with difficult issues. It is important to remain calm at all times.
Focus on the facts and not personalities.

If you feel the interview is getting off the track, take a break or
arrange another time to meet to discuss issues that are not relevant
to the appraisal.

Any agreed actions by either of you should be written down and

you both should have a copy.

The officer should leave the appraisal interview feeling confident

that you have appreciated the strong points and the contributions
they have made to the agency and that you are willing to support
their development.

Activity 3.6 Rate Yourself

Do you conduct impartial performance appraisals? Think of
performance appraisals you have conducted and use the following

Learner Guide: Supervising Performance Revised Jan 2007 67

 table to rate yourself and list any improvement you can make in the
space below.

During the interview …. Yes No

I spend enough time thinking through an officer’s

performance and discussing it with them, to be confident I
have been fair and objective.

I have specific examples of an officer’s strengths and

weaknesses.

I ensure there is two-way communication so that together we

can identify and discuss factors in the organisation that affect
the officer’s job performance.

I build a good rapport with the officer so that our discussion

is open and honest.

I phrase any criticism in a helpful and constructive way so

the officer can take the criticism on board without becoming
defensive.

I ensure that together we plan future activities and outcomes.

I ask for and receive feedback on my own performance as a

supervisor.

Ways I can improve my conduct of performance appraisals:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

After the Interview

Performance appraisal outcomes are used in a number of ways
such as :

 Career planning

 Performance based rewards - salary increase

 Training and development

68 Revised Jan 2007 Learner Guide: Supervising Performance

  Counselling to improve performance.

The performance appraisal is not over when the interview is

completed.

The outcomes of the interview between the supervisor and the

officer are only indicative. The Overall Performance Rating
allocated must be verified in comparison with other performance
appraisals conducted in the agency by the Agency Management
Committee.

Once the outcomes are confirmed, the supervisor will monitor the
implementation of any plans developed during the appraisal and
provide informal feedback to the officer.

Reporting
You must submit an officer’s completed Staff Performance
Appraisal Form with all other appraisals within one month of the
end of the appraisal period to your Agency Human Resource
Manager (or equivalent).

All officers are informed of their final performance rating after

verification by the Agency Management Committee. This is
important as any salary increment as a result of a performance
appraisal must be budgeted for within existing agency budgets.

Officers have 7 working days to lodge an appeal after they have

been informed of the verification of the performance ratings by the
Management Committee.

Activity 3.7 Reporting Performance Appraisal Outcomes

What are the procedures in your workplace for reporting
performance appraisal outcomes?

____________________________________________________________

____________________________________________________________

____________________________________________________________

Appeals
Sometimes there may be difficulties during a performance
appraisal. An officer may lodge a written appeal to the Head of
Agency if the officer considers that:

Learner Guide: Supervising Performance Revised Jan 2007 69

  the supervisor did not follow the Staff
Performance Appraisal Guidelines when conducting the
performance appraisal.

 the outcomes of the performance appraisal

are incorrect or unfair in relation to the supervisor’s or the
Management Committee’s Overall Performance Rating and/or
recommendations for further training.

An officer must lodge an appeal:

 in writing

 with the Head of Agency within seven (7)

working days after the officer has been informed of the
verification of the performance ratings by the Management
Committee.

Late appeals will not be accepted.

The appeal will be considered by an Appeal Panel which

comprises:

 the Agency Head’s delegate as chairperson

(eg Personnel Officer or Human Resource Manager)

 Agency’s Training Officer.

The Appeal Process

There are a series of steps in the appeal process:

1. The Appeal Panel Chairperson provides the supervisor and the

officer seven (7) days written notice of the appeal hearing.

2. At the appeal meeting the Chairperson will conduct a

mediation session between the supervisor and the officer being
appraised.

3. During the mediation session the chairperson, as mediator, will

identify the differences between the two parties to try to gain
agreement.

4. If no agreement is reached within three (3) hours the parties

will leave the hearing.

5. The Chairperson and the Training Officer will discuss if the

Overall Performance Rating and any other sections of the Staff
Performance Appraisal Form are to stay the same or are to be
amended.

6. Within three (3) working days the Chairperson will inform the
parties to the appeal in writing of any decision.

70 Revised Jan 2007 Learner Guide: Supervising Performance

 7. If amended, the Staff Performance Appraisal Form will be
submitted to the Agency Head for final approval and any
necessary action such as salary actions taken.

8. The Agency Head will inform the parties to the appeal of the
decision, in writing, within three (3) working days.

9. There is no appeal against the Agency Head in relation to an

amended and completed Staff Performance Appraisal Form.

Activity 3.8 Preparing for Performance Appraisal Appeal

How would you go about preparing to participate in an appeal?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Monitoring Performance Improvement Plans

If you have had a positive appraisal, the worst thing is to emerge
freshly motivated, only to discover your supervisor is less than
wholeheartedly behind your career.

Make the training and development plans happen and be seen to be

making them happen. Show a continuing interest in the officer’s
performance and their career. Keep up a two-way communication
process with regular informal appraisals, using the officer’s Annual
Work Plan as a basis.

People need regular feedback, by word or action, on how they are

performing. While it is important to hold documented formal
performance appraisal interviews, regular informal performance
appraisals help provide officers with regular feedback on their
work performance.

Informal appraisals help you show a continuing interest in staff,

keeping the focus on what is important as well as building
motivation and morale.

Activity 3.9 Providing Informal Feedback

What are some of the things to remember when providing regular
informal feedback to officers on their achievements and
performance?

Learner Guide: Supervising Performance Revised Jan 2007 71

 ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Tips on Staff Performance Appraisals

 Keep good records. Records of the appraisal interviews but of staff
performance during the appraisal period eg. attendance, lateness,
deadlines not met.
 Let the officer have their say. Ask open questions- questions that can‘t
be answered by ‘yes’ or ‘no’. Questions that start with ‘what, when, how,
where’.
 Remember you are not evaluating the person but the person’s
performance.
 Establish clear measurable performance outcomes and deadlines.
 Focus your discussion on what the officer can do to improve
performance or continue to grow and develop.
 Give the officer the opportunity to discuss your performance as a
supervisor. Ideally performance appraisals should be two way
discussions.
 Treat all appraisals as confidential.
 Assess the officer’s skills against the job requirements.
 Don’t rush through the interview. Allow time or discussion, questions
and sharing ideas.
 Build on the officer’s strengths.
 Prepare to face problems. Bring problems into the open and discuss
them in an impartial non threatening way.
 Be honest. If work has been poor say so, then discuss how it can be
improved.

72 Revised Jan 2007 Learner Guide: Supervising Performance

 Key Learning Points
 The appraisal process starts with the supervisor and the
officer developing an Annual Work Plan and setting goals and
tasks for the officer’s appraisal period.
 The better prepared both the supervisor and the officer are,
the more beneficial the performance appraisal discussion will
be.
 The relevant information on the Staff Performance Appraisal
Form should be completed before the interview.
 A key factor in conducting the performance appraisal
interview is to remember to appraise performance not the
person, their personality or their attitudes. Focus on what an
officer can change.
 The three stages in the interview are:
1. Create the climate for the interview

2. The body of the interview

3. Final summary.
 You want each officer to leave the appraisal interview with a
positive impression of the process, that the interview was
fairly and professionally conducted and that you are
interested in their work.
 The outcomes of performance appraisal must to documented
and given to the relevant body.
 If there is a performance appraisal Appeal, your preparation
by gathering good accurate information is important.
 People need regular feedback, by word or action, on how
they are performing between the formal performance

Learner Guide: Supervising Performance Revised Jan 2007 73

 Assessment Tasks
Your Details

Name:
Position:
Section:
Agency:
Address:

Phone:
Supervisor
Name:
Employment
No.:

To achieve competency in this module Supervising Performance,

you are required to demonstrate planning, conducting and
following up a performance appraisal. You should ensure that you
address all assessment criteria as listed in the following table. The
activities you have completed in the module Supervising
Performance can contribute to your assessment.

Your supervising officer can assist in verifying you can

demonstrate competency in each area.

To achieve competency in this module you are required to

complete the following tasks:

 Demonstrate your understanding of the importance of

performance management and how you approach it

 Demonstrate your skills in providing feedback and

performance counselling

 Manage staff performance

74 Revised Jan 2007 Learner Guide: Supervising Performance

  Comply with Agency policies and procedures, General Orders
and Performance Appraisal Guidelines

 Plan and prepare for the conduct of performance appraisals

 Conduct performance appraisals, and provide feedback to

officers

 Use the outcomes of a performance appraisal to assist the

development of the officer through performance
improvement plans

 Accurately record the process and outcomes of performance

appraisals and make them available to relevant personnel

 Participate in Agency appeal procedures when an appeal

arises from the performance management process

 Monitor the implementation of performance improvement

plans.

Assessment
The activities completed in Supervising Performance can contribute
to the overall assessment of the module.

Besides completing the Assessment Tasks you will need to

undertake activities in the workplace that will allow you to
demonstrate that you can identify the requirements for
performance management and manage the performance of your
team within the public service General Orders and your agency’s
policies and procedures.

1. The Role of Performance Management

The activities and checklists in this Topic can contribute towards
your assessment.

Besides completing the following Assessment Tasks you should

provide evidence that you can identify the requirements for
performance management and manage the performance of your
team within the public service General Orders and your agency’s
policies and procedures.

Assessment Task 1.1

What is the importance of performance management and
performance appraisal in the public service?

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 75

 ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. Supporting Good Performance

The activities and checklists in this Topic can contribute towards
your assessment.

Besides completing the following Assessment Tasks you should

provide evidence of how you provide effective feedback and
support good performance within your team. You should also
provide evidence of how you manage poor performance.

Assessment Task 2.1

Read the following Case Study and Job Description regarding poor
performance. You are the supervisor and have decided to have a
discussion with Nandex about his performance and give him some
feedback. Answer the questions at the end of the Case Study.

Case Study Poor Performance

Nandex is a security guard. He reports to Gideon. He has served in this
department for eight years now. His role is to make sure that the
premises are safe and secure at all times.
Nandex is outgoing and likes to talk to people he meets. At work he likes
to be told to perform tasks. He is also forgetful and has to be reminded all
the time. At times he gets annoyed when he is reminded and one day he
punched his supervisor over one of those reminders.
After this incident, he started displaying a ‘do not care’ attitude. He does
not take notice of verbal instructions from his supervisor nor
communicate with him for any work related issues. He comes late to
work and finishes early. Sometimes he misses his night shift duty and
another security guard has to stand in for him. His performance has
generally declined after the incident.

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 JOB DESCRIPTION

Position Title: Security Guard Position: JS.Securities. 005

Grade: 5 Division: Securities
Reports to: Sectional Head Location: Waigani
Section: Securities Date: April 2005

PURPOSE OF POSITION
To provide general security for employees, management, building & grounds and properties of the
organisation.

POSITION IN THE ORGANISATION

Section Head

Security G Security G Security G Security G Security G

CHALLENGES
This position requires the incumbent to be alert and attentive at all times.

KEY ACCOUNTABILITIES
1. Provide general security over employees, management, buildings, grounds and properties.

2. Attend to normal working hour schedule and shifts in the duty roster.

3. Enhance the image of the organisation by attending to both internal and external customers in
an efficient, courteous and timely manner, demonstrating excellent sober work habits and well
presented appearance.

RELATIONSHIPS
External Internal Committees/Groups
 Suppliers  Staff 
 Other government agencies  Divisional Heads 
 NGOs  Secretary 

PERSONAL QUALITIES, QUALIFICATIONS AND EXPERIENCE

Essential Preferred
Education/Achievement Grade 8-10
5 years security work
experience
Specific Skills Communication skills
Personal Qualities Interpersonal communication
dependability

PERFORMANCE MEASURES
 Alert and attentive at all times.
 Provide a sound security service for the organisation.
 Evidence of timely reporting to work and of any incidences that occur.

Learner Guide: Supervising Performance Revised Jan 2007 77

 (a) Analyse the problem and prepare some questions for the
discussion with Nandex.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(b) What will you do to try to put Nandex at ease when you
commence the discussion?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(c) What will you try to achieve during the discussion?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

(d) What will you do after the discussion?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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3. Performance Appraisal
The activities and checklists in this Topic can contribute towards
your assessment.

Besides completing the following Assessment Tasks you should

provide evidence that of how you conduct and document formal
performance appraisals.

Assessment Task 3.1

Use the following checklist to rate how you plan for a performance
appraisal and identify any areas you wish to improve.

When planning for a staff performance appraisal I….. Always Sometimes Never

Have an idea of what I would like to achieve

Identify a suitable location and environment to

conduct the appraisal

Schedule adequate time for discussion

Review the officer’s Job Description so I

understand the job’s requirements

Assist the officer to prepare, perhaps by giving

them a pre-appraisal questionnaire

Look at outcomes from previous appraisals

Evaluate the officer’s job performance against

their Work Plan, job expectations and
requirements

Consider issues to discuss

Ways I can improve my planning for a performance appraisal are:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Learner Guide: Supervising Performance Revised Jan 2007 79

Assessment Task 3.2
Use the following checklist to rate how you conduct a performance
appraisal and identify any areas you wish to improve.

When conducting a staff performance appraisal I….. Always Sometimes Never

Outline the officer’s strengths and provide some

positive feedback

Encourage the officer’s involvement and

participation

Listen as well as talk

Deal with any issues in a calm and constructive

way

Review goals and targets and set new ones if

necessary

Identify any training and development needs

Consider the officer’s work related characteristics

Remember SMART principles

Clarify the outcomes and set a review date

Finalise notes on the discussion

Assessment Task 3.3

The poor performance discussion you had with Nandex in
Assessment Task 2.1 has not worked and Nandex is still coming to
work late and missing shifts. You feel the need to conduct a formal
performance appraisal. Describe how you would prepare for the
performance appraisal.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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 Supervising Performance
Assessment Sheet

Supervising Officer/Assessor
Assessment Criteria Notes for Guidance Evidence Demonstrated/Provided
Competent Not Competent

Comply with Agency Access General Orders, Staff Performance Appraisal Date Date
policies and procedures, Form (STD6.1), Staff Performance Appraisal Guidelines completed completed
General Orders and and Agency policies and procedures. Identify and
Performance Appraisal document performance appraisal requirements and any
Guidelines. particular information needs.

Plan and prepare for the Plan and gather information for performance appraisals. Date Date
conduct of performance Your preparation should involve accessing the Agency completed completed
appraisals. Management Plan and relevant officer documentation
such as job description and previous performance
appraisal documentation. Document your planning for
the interview.

Conduct performance Conduct at least two (2) performance appraisal Date Date
appraisals, and provide interviews. Document how you created a positive completed completed
feedback to officers. climate during the interview using communication and
listening skills. Include how you facilitated constructive
discussion on all parts of the Staff Appraisal Form. Also
include the completed rating scales. Discuss how you
provided feedback to the officer and gained the officer’s
agreement for the interview outcomes and the Overall
Performance Rating.

Use the outcomes of a Identify and document performance improvement plans Date Date
performance appraisal to for each officer which may involve training and completed completed
assist the development of development activities as well as performance
the officer through counselling. Document how you arrived at any salary
performance increases in accordance with General Order No6 and
improvement plans. No13.

Learner Guide: Supervising Performance Revised Jan 2007 81

 Supervising Officer/Assessor
Assessment Criteria Notes for Guidance Evidence Demonstrated/Provided
Competent Not Competent

Accurately record the Accurately record the outcomes of the performance Date Date
process and outcomes of appraisal and prepare documentation for submission to completed completed
performance appraisals the HR Manager/Personnel Manager (or equivalent).
and make them available
to relevant personnel.

Participate in Agency Access the appeal procedures and identify your role in Date Date
appeal procedures when the process. Document your plan for the appeal and completed completed
an appeal arises from the how you participated constructively in the interview.
performance management
process.

Monitor the Document how you monitor the implementation of Date Date
implementation of performance improvement plans and provide informal completed completed
performance feedback to officers on their progress.
improvement plans.

Officer name: ________________________________ Signature: ___________________________________________ Date: ________________

Competent  Not Competent 

Supervisor Name: ____________________________Supervisor Signature: __________________________________ Date: ________________

Assessor Name: _____________________________ Assessor Signature: ____________________________________ Date: ________________

Comments:

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

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Learner Guide: Supervising Performance Revised Jan 2007 83
 Glossary
Acronyms

DPM Department of Personnel Management

HR Human Resource
JD Job Description
MAP Management Action Plan
PSWDI Public Service Workforce Development Initiative
SAF Staff Appraisal Form

Terms
Activity Exercises in the Learner Guide to practise learning
Agency A word used to refer to a government department or organisation or
authority
Assessment Tasks Tasks to be performed on completion of a topic to demonstrate
competency on the job in the workplace
Attribute A characteristic belonging to a person
Contracted Officers An officer employed in the Public Service under a contract which
outlines the terms and conditions of employment
Conflict A disagreement between parties or things
Dread Causing great fear or anxiety
Ethics Moral rules of behaviour
Evidence Shows proof that competency has been demonstrated
Feedback Information passed back to a person
General Orders Policy guidelines for managing and administering public service
activities that set standards for good practice. Public servants must
comply with General Orders in performing their duties
Interrelated To be connected to each other or with something else in a way that
makes one depend on the other
Job Description A written statement detailing important features of a job
Management Action The annual Agency plan outlining the directions, priorities, outcomes
Plan strategies and activities to be completed within the Agency to meet
requirements of the Budgetary cycle

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 Terms
Module An area of learning that is assessed to prove workplace and on job
competency
National Public The system within the Public Service for the conduct and reporting of
Service Performance Performance Appraisals
Appraisal System
Performance The approach for assessing and documenting job performance of a
Appraisal public servant. It is a process for setting work priorities and then
assessing if these have been achieved
Permanent Officers A public servant who has a permanent appointment in the Public
Service
Probationary Officers A public servant who is not appointed permanently and who must
complete the public service induction and complete a satisfactory
performance appraisal to be able to apply for permanency
Salary Increments Salary scale within grades based on performance
Staff Performance The form to be used six monthly to appraise an officer’s performance
Appraisal Form and provide an Overall Performance Rating for an officer
Staff Performance The guidelines to assist in the completion of the Staff Performance
Appraisal Guidelines Appraisal Form
Self Assessment Checking your own progress in learning
Topic Part of a module of learning
Workplace The process of collecting evidence and making judgements about
Assessment competency on the job in the workplace
Workplace Learning Learning skills on-the-job in the workplace and using the experiences
and activities at work to learn from
Work Plan An individual plan that details your work goals and priorities for a
period of twelve (12) months

Learner Guide: Supervising Performance Revised Jan 2007 85

 Check Your Learning
Introduction
There are Activities in each Topic to assist you in applying your learning. This
Section provides you with some of the answers to these Activities so you can
check your progress.

1. Role of Performance Management

Activity 1.1 Role of Performance Management
What do you see as the benefits of performance management in the
workplace?

Answer:

The answer may include performance management improves workplace

communication; recognises good work performance and addresses poor
performance, empowers staff by giving them input on targets for their
performance and for the agency and provides you with an opportunity to
work with your staff to align their individual needs, interests and career
aspirations with the agency needs.

Activity 1.2 Role of Performance Appraisal

What do you see as the benefits and shortcomings of performance appraisal in
the performance management process?

Answer:

Performance appraisal looks backwards, reviewing the officer’s performance

during the period under review and forwards, helping the officer prepare and
set agreed goals for the upcoming review period. There can be difficulties if
the correct process is not followed and the outcomes are not documented and
agreed.

Activity 1.3 Staff Performance Appraisals

Complete the following table regarding your staff members’ Performance
Appraisals.

The answer will depend on the participant’s particular position and number
of staff.

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 Activity 1.4 Your Experience in Performance Appraisal
Think of your own performance appraisal and answer the questions in the
space below.

(a) How did you feel before and at the end of the interview?

Answer:

The answer for each participant will be different but may include feeling
apprehensive before the interview and relieved at the end.

(b) What were the positive outcomes?

Answer:

The answer for each participant will be different but may include a better
understanding of the job priorities or identification of some training needs.

(c) What could have been done better?

Answer:

The answer for each participant will be different but may include better
preparation for the interview, or more understanding from the supervisor on
the lack of resources.

(d) What are key points you need to remember when you are conducting a
Performance Appraisal?

Answer:

The answer for each participant will be different but should include
remembering to appraise the performance not the person.

2. Supporting Good Performance

Activity 2.1 Annual Work Plans
How do you think officer Annual Work Plans will assist you as a supervisor?

Answer:

The answer will vary according to the participant but should include an
annual work plan outlines the tasks/projects/ongoing activities that need to be
completed and allows both your supervisor and yourself to monitor you
progress.

Activity 2.2 Staff Motivation

Complete the following table by ticking Yes, Sometimes or No for the ways
you motivate your staff.

Learner Guide: Supervising Performance Revised Jan 2007 87

 Do I…… Yes Sometimes No

Treat officers as individuals

Offer sincere praise and recognition for a
job well done
Provide learning and development
opportunities
Give informal feedback on performance
Encourage participation
Encourage open communication
Increase accountability of individuals for
their own work

Answer:

The ticks should all be in the ‘Yes’ box. If they are not then you have some
learning to do to assist in motivating your staff.

Activity 2.3 Reason for Poor Performance

Think about a poor performer on your staff. Identify which of the above
reasons might apply and what you can do about it.

Answer:

The answers will vary but the poor performance may be due to not knowing
what is expected, there is little or no feedback, lack of personal motivation or
personal issues. To overcome this you may give more feedback, discuss your
expectations with the officer so they know what is required, find out if there
are personal problems.

Activity 2.4 Causes of Poor Performance

The following table identifies some of the causes of poor performance in the
workplace. Select any of the issues that arise in your workplace and suggest
what can be done to overcome them.

Possible answers are included in the table in italic.

Possible Causes of Poor Performance

Factors contributing to Poor performance What can be done

Poor or insufficient training or Coach or mentor the officer if funds

experience. are not available for training

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 Factors contributing to Poor performance What can be done

Faulty tools, equipment or Get correct tools and equipment as a

materials. priority.
Cumbersome procedures or Look at way to simplify procedures
systems. but still achieve quality outcomes.
Unclear or unspecified Clarify performance standards and
performance standards. use SMART principles.
Performance standards not Discuss to importance of performance
understood or seen as in monitoring progress and reporting.
unimportant.
Poor performance is as rewarding Make sure good performance is
as good performance. publicly recognised.
Lack of information. Make sure all relevant people have the
required information.

Lack of time. Make sure timeframes are realistic.

Poor job placement. Review the selection criteria for the

job. Coach and mentor the current
officer to increase their skills.
Poor teamwork or disharmony in Address the problem in a team
the team. discussion.

Personal problems. Be supportive to the officer. Explain

to the officer the need to keep personal
and work issues separate.
Poor motivation or morale. Look at ways to increase motivation
such as though recognitions of work
well done.

Activity 2.5 Informal Feedback on Poor Performance

Read the case study and answer the following questions.

Case Study

Anna was reflecting on Arai’s performance since his performance

appraisal. Lately he seemed to have lost some on his enthusiasm for
his job and was coming to work a little late. Worst of all, one of the
other officers in his team came to Anna earlier in the week to
complain that Arai wasn’t completing his work and she didn’t have
time to complete her part before the deadline. Arai seemed to be
leaving things till the last minute and when she pointed this out to
him, he told her to spend less time complaining and more time
working. She was offended by his attitude. Anna had to get to the
bottom
Learner Guide: Supervising of this before things
Performance gotJan
Revised worse.
2007 89
90 Revised Jan 2007 Learner Guide: Supervising Performance
 (a) Describe the problem.

Answer:

Arai does not seem to the interested in his job or motivated to do a good job
which is shown by lateness and not completing tasks on time.

(b) How should Anna prepare for the meeting with Arai?

Answer:

Anna should look at Arai’s Annual Work Plan and the tasks Arai has to
undertake to check if he has the required knowledge and skill. She should also
informally gather information to see if there is a personal problem outside
work.

(b) How should Anna open her discussion with Aria?

Answer:

Anna can clarify the problem of lateness and incomplete work and show how
this is impacting in the workplace, why she is concerned and what she wants
to achieve by this meeting.

(c) What questions or messages should Anna prepare to ask Arai?

Answer:

Anna should ask Arai to explain the reason for his lateness and incomplete
work. Together they should work out a solution to the problem and develop a
clear plan of action.

Activity 2.6 Questioning

Develop some open and probing questions in response to the following
responses by an officer.

Answers are in italic in the table:

Officer’s Answer Question to Ask

My customer was really angry and I What did you say to calm the customer
knew if I didn’t calm them down I down?
wouldn’t be able to understand and
What questions did you ask so that you
solve their problem. I managed to
could understand the situation?
achieve this and successfully solved
his problem.
The project deadline was moved In what way did you help pull the team
forward by a week, which caused no together?
end of panic in the team. But we all
pulled together, divided up the
work and got it done.

Learner Guide: Supervising Performance Revised Jan 2007 91

 Officer’s Answer Question to Ask
Well generally I have approached Tell me about a time and the particular
delegation in the team from the activities you delegated?
perspective of providing an outline
How did you outline what needed to be
of what needed to be done and then
done?
regularly getting feedback on
progress. How did you ensure you received
feedback?
When the information didn’t arrive I Why couldn’t you complete the task
couldn’t complete the tasks. when the information didn’t arrive?
What could you have done when the
information didn’t arrive?

Activity 2.7 Active Listening

To do this activity you have to work with another person. Say you are going
to explain something very interesting to them for a couple of minutes but you
ask them to appear disinterested. Now reverse the process. You appear
disinterested while they are explaining something to you.

How did you feel when your partner appeared disinterested in what you were
saying? Discuss your answer with them to see how they felt when you
appeared disinterested in them. Write your findings below.

Answer:

The answer will be different for each participant but should include a feeling
of rejection and difficulty in continuing to talk to the partner.

Activity 2.8 Feedback

(a) How can supervisors use feedback to promote the behaviours and work
performance they want?

Answer:

Answers may include:

 start with a positive comment

 focus on the action not the person

 concentrate on the major performance gap

 ask the officer what they could do differently next time.

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 (b) Describe a time when you had to provide feedback to an officer who had
not completed a job in the way it was requested. In your answer say what
worked well and what could have been improved.

Learner Guide: Supervising Performance Revised Jan 2007 93

 Answer:

The answer will depend on the situation described however could include
asking the officer how they felt about the job, what were the issues for them,
how do they think the job can be completed and in what timeframe.

Activity 2.9 Handling Confrontation

(a) Describe a confrontation situation you have been involved in. Highlight
the main issue(s).

(b) How was the situation resolved?

Answer:

Answers will vary but could include ensuring that specific examples were
looked at rather than generalisations. The specific examples could then be
resolved.

(c) What could have been done better?

Answer:

The answer will depend on the situation described but could include being
able to listen carefully, or asking the other person how the issue could be
resolved.

3. Performance Appraisal
Activity 3.1 Why Plan
What is your understanding of why you should plan for a performance
appraisal?

Answer:

The answer will vary according to the participant point of view. Some points
may include:

 So you can have a constructive interview

 Having a focus for the discussion

 So you know the outcomes of previous performance appraisals

 So you know what the officer has achieved to give positive feedback

 So you have some idea if the officer is experiencing difficulties.

Activity 3.2 Planning a Performance Appraisal

For this activity use the case study for Mero Dika at the end of the Module.
Plan how you will gather the necessary information for the performance
appraisal and where you will conduct the interview.

94 Revised Jan 2007 Learner Guide: Supervising Performance

 (a) What information will you gather to plan for the performance interview?

Answer:

The answer will vary according to the participant’s point of view. Some points
may include:

 Officer’s job description

 Previous performance appraisal outcomes/notes

 Some notes on what they have done well or what needs improving

 The specific behaviours that are impacting in the workplace.

(b) How will you assist the officer to prepare for the interview?

Answer:

The answer will vary according to the participant point of view. Some points
may include suggesting the officer:

 Review their Job Description and Annual Work Plan

 Identify any successes

 Identify the most enjoyable parts of the job

 Identify the least enjoyable parts of the job

 List any problems that have arisen

 Describe the cause of those problems

 Identify any areas where extra help is needed

 List any areas where they are unsure or lack confidence

 Consider whether they need more challenges or recognition.

(c) Where will you hold the interview? Describe the location.

Answer:

The answer will vary according to the participant’s work location but may
include the conference room to ensure privacy.

Activity 3.3 Why Plan

Several supervisors were having a chat about their jobs. The topic of planning
for the performance appraisals came up. One supervisor said he never
planned and that he believed that planning for performance appraisals was a
waste of time for first-line supervisors. Anyway he didn’t have time to sit
down and plan – he had ‘real work’ to do. The supervisor then turned to you
and said, ‘Don’t you agree with me?’ What would you expect of the
performance of this supervisor’s section? Discuss the benefits of planning with

Learner Guide: Supervising Performance Revised Jan 2007 95

 others. How would you go about explaining the value of planning for
performance appraisals to this supervisor?

Answer:

The answer will vary according to the participant’s point of view. You may
disagree with the supervisor that planning is a waste of time. You can explain
that planning helps you to focus on the behaviours that need changing and
prepare some options for action. It also makes sure you have identified
positive points that can be raised about an officer’s performance which makes
them feel more comfortable.

Activity 3.4 Creating the Interview Climate

In the space below describe how you would establish a positive climate for the
interview.

Answer:

The answer will vary but could include taking time to put the officer at ease,
explaining the purpose of the interview is to focus in the officer’s
performance, contributions and plans for the future and outlining how the
interview will proceed.

Activity 3.5 Conducting the Interview

Think of a performance appraisal you have conducted or use the Mero Dika
case study at the end of this module for a role play of a performance appraisal
with you as the supervisor then answer the following questions.

(a) What were your feelings during the interview?

Answer:

The answer could include how you nervous you were, and then confident as
you were able to discuss the situation with Mero.

(b) What went well ?

Answer:

The answer will depend on how the role play progressed. However it may
include identifying the real issue that Mero has and identifying an action plan
to deal with it.

(c) How could the interview have been improved?

Answer:

The answer will depend on how the role play progressed but could include
better planning, or taking time to listen more to what Mero has to say.

Activity 3.6 Rate Yourself

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 Do you conduct impartial performance appraisals? Think of performance
appraisals you have conducted and use the following table to rate yourself
and list any improvement you can make in the space below.

Learner Guide: Supervising Performance Revised Jan 2007 97

 Answer:

All the ticks should be in the ‘Yes’ box.

During the interview …. Yes No

I spend enough time thinking through an officer’s

performance and discussing it with them, to be confident I
have been fair and objective.

I have specific examples of an officer’s strengths and

weaknesses.

I ensure there is two-way communication so that together we

can identify and discuss factors in the organisation that affect
the officer’s job performance.

I build a good rapport with the officer so that our discussion

is open and honest.

I phrase any criticism in a helpful and constructive way so

the officer can take the criticism on board without becoming
defensive.

I ensure that together we plan future activities and outcomes.

I ask for and receive feedback on my own performance as a

supervisor.

Ways I can improve my conduct of performance appraisals:

Answer:

This will depend on the supervisor but may include listening better, doing
more preparation, asking more open questions.

Activity 3.7 Reporting Performance Appraisal Outcomes

What are the procedures in your workplace for reporting performance
appraisal outcomes?

Answer:

The answers should comply with the Staff Performance Appraisal Guidelines
for reporting but there may be variations in each agency.

Activity 3.8 Preparing for a Performance Appraisal Appeal

How would you go about preparing to participate in an appeal?

Answer:

The answers may include:

 Treat the complaint seriously and with respect

98 Revised Jan 2007 Learner Guide: Supervising Performance

  Make sure you really understand what the grievance is about

 Gathering the notes and any other information from the appraisal
interview sticking to the facts

 In any explanation focus on the interview outcomes not the person.

Activity 3.9 Providing Informal Feedback

What are some of the things to remember when providing regular informal
feedback to officers on their achievements and performance?

Answer:

The answers may include:

 Keep the feedback factual

 Focus on the behaviour and its effects objectively

 Be considerate

 Make sure the feedback is actionable

 Keep away from hearsay

 Make the feedback in a timely manner.

Learner Guide: Supervising Performance Revised Jan 2007 99

Feedback
Module Feedback Form
When you’ve finished, we’d like your help to pick up any problems you or
other learners are having with the training, assessment and the materials, so
we can improve them for the next group to be trained.

Completing the evaluation sheet

Please:

 fill in the whole form

 add extra pages if you need more space

 include anything you have already noted and discussed

with your trainer

 give the Feedback Form to your trainer.

100 Revised Jan 2007 Learner Guide: Supervising Performance

Module Feedback Sheet

Title: Date:

Trainers:

Your Name
(optional):

Please complete both sides of this questionnaire. This form enables you to rate the workshop overall.
Please respond as accurately and as honestly as you can. Leave blank any item that you feel does not
apply. We welcome your responses and feedback on this questionnaire as it gives us the opportunity to
improve our services for you.

Rating Scale to be used:

1 Very Poor 2 Poor 3 Acceptable 4 Very Good 5 Excellent

1 How would you rate the program? 1 2 3 4 5

2 Was the program relevant and of benefit to your work? 1 2 3 4 5

3 How well did the program meet your expectations? 1 2 3 4 5

4 How well did the trainers develop and maintain a supportive learning 1 2 3 4 5
environment?

5 How would you rate the resources provided? 1 2 3 4 5

6 How well did the trainers assess your progress and give constructive 1 2 3 4 5
feedback throughout the program?

7 How would you rate the following element of the program:

Balance of information and activities 1 2 3 4 5

Sequencing of training 1 2 3 4 5

Pace of the training 1 2 3 4 5

Communication skills of the trainers 1 2 3 4 5

Expertise of the trainers in this area 1 2 3 4 5

Feedback provided by the trainers 1 2 3 4 5

Clarity of trainers instructions/explanations 1 2 3 4 5

Learner Guide: Supervising Performance Revised Jan 2007 101

 Please add any comments, especially where you have indicated “very poor” or “excellent”

Did you enjoy the program? (Why or Why Not?)

Did the training meet your expectations (Why or Why Not?)

What will you start/stop doing as a result of this training?

How will you use this training in your workplace?

Any other comments?

Thank you for your feedback

102 Revised Jan 2007 Learner Guide: Supervising Performance